One of the greatest challenges for those who study schools and their success in educating students is defining the characteristics of those organizations that are successful, and recognizing the variables that exist to support the actions of the members of the organization. In this era of assessment and accountability, school districts struggle to meet the mandates of the 2001 No Child Left Behind Act. As a result new instructional programs are introduced as districts search for the answer to weak student achievement. Districts failing to meet Adequate Yearly Progress (AYP), the measure the state uses requiring a specific percentage of students proficient in reading and math on the Pennsylvania System of Standardized Assessments (PSSA), implement new initiatives eagerly searching for that silver bullet that will turn things around. Often in that frantic search, teachers are not afforded the opportunities for on the job support and training. In an effort to address stagnant reading scores on the Pennsylvania System of School Assessment (PSSA) for the school district under study in this research, the America's Choice model of Literacy Workshop was selected by the Superintendent of Schools. The role of the Literacy Coach in this model is pivotal in supporting teachers as they grow in their understanding and practice, and their sense of self-efficacy--the belief that they can make a difference in the lives of their students. This study attempted to extend the research on teacher efficacy using the lens of teacher perceptions of the impact of the Literacy Coach as a Literacy Workshop model is adopted and practiced in an urban elementary school. Data was collected using the Teacher Sense of Self-Efficacy Scale and through the qualitative means of interviews, focus group, and observation of coach/teacher collaboration. The study found that teachers valued the role of the Literacy Coach in their professional lives as one who is knowledgeable, available, and supportive. However, the teachers in the study reported that the factors supporting their sense of self-efficacy were their colleagues, their ability to take risks, and their motivation for social change. Self-reflection fueled their sense of self-efficacy, as well as the support they found in their lives outside the school--their friends and families. Consequently, this study recommends further research on the factors that strengthen and support teachers' sense of self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]